Stage 1 – Desired Results
Understanding By Design – Backwards Design Process
(Developed by Grant Wiggins and Jay McTighe, 2002)
|Stage 1 – Desired Results |
|Content Standard(s): |
|[Comes from professional standards in your field] |
|Understanding (s)/goals |Essential Question(s): |
|Students will understand that: |[What leading questions can you ask of students to get them to |
|[this is a goal, not an objective. List the big ideas or |understand the Big Ideas?] |
|concepts that you want them to come away with, not facts that |[Address the heart of the discipline, are framed to provoke and |
|they must know] |sustain students interest; unit questions usually have no one |
| |obvious “right” answer |
|Student objectives (outcomes): |
|Students will be able to: |
|[These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment |
|evidence in Stage 2 must show how you will assess these.] |
|[Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings,|
|answer the essential questions, and demonstrate the desired outcomes |
|Stage 2 – Assessment Evidence |
|Performance Task(s): |Other Evidence: |
|[Authentic, performance based tasks that have students apply what|[includes pre-assessment, formative assessment, and summative |
|they have learned and demonstrate their understanding.] |assessment evidence] |
|[designed at least at the application level or higher on Bloom’s |[Can be individual or group based] |
|Taxonomy. ] |[Can include informal methods (such as thumbs up, thumbs down, |
|[Rubrics can be used to guide students in self-assessment of |and formal assessments, such as quiz, answers to questions on a |
|their performance] |worksheet, written reflection, essay] |
|Stage 3 – Learning Plan |
|Learning Activities: |
|[This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to |
|follow) what: |
|the students will do during the class to prepare them for the outcomes you expect of them.] |
|the teacher will do to guide the learning] |
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